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Chapter 9
Managing Small Group Conflict Productively
Summary
This chapter is designed to show students the value of expressing conflict in a group and
managing it productively. After reading this chapter, students should become less fearful of
disagreements, and they should have some tools and skills for managing conflict so their groups
are helped rather than hurt.
Chapter Objectives
After reading this chapter, students should be able to accomplish the following objectives:
1. Define conflict.
2. Discuss the three prevailing myths about small group conflict.
3. Differentiate between task, relational, and process group conflict.
4. Explain how computer-mediated communication influences the three types of group
conflict.
5. Compare the five major conflict styles.
6. Explain how group members can disagree ethically.
7. Discuss how members can maximize their chances to influence the group.
8. List and explain the steps of the nominal group technique.
9. Describe the four steps in principled negotiation, and explain how to use them to help
manage a conflict.
Sample Lecture Notes
Case Study: The Cask and Cleaver Work Crew
• Conflict, expressed and managed well, can help group members sharpen their thinking and
decide wisely.
• In contrast, unexpressed disagreement contributes to groupthink, harms group task and
social processes, and can destroy a group.
I. What Is Conflict?
• Conflict occurs when discordant ideas or feelings are expressed or experienced between
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two interdependent parties.
II. Myths about Conflict
• One myth about conflict is that because it is harmful to a group, it should be avoided.
• However, in reality, conflict is beneficial to the group if it is expressed and managed
properly.
o Conflict can help members understand an issue more clearly.
o Conflict can improve the group’s decisions.
o Conflict can increase member involvement.
o Conflict can increase cohesiveness.
• The second myth about conflicts is that they stem only from misunderstandings or a
breakdown in communications.
o While some conflict stems from misunderstandings, most conflict stems from
disagreements over values, goals, methods of achieving goals, and limited resources,
not communication.
o Too often, increasing communication may do little to help and may even make a
situation worse.
• The third myth is that all conflicts can be resolved if the parties involved are willing to
discuss the issues.
o Conflicts over basic values and goals may not be resolvable.
o Conflicts over limited resources and methods of achieving goals may be resolvable
through communication if the basic values and goals of the parties are compatible.
III. Types of Conflict
• Understanding the type of conflict will help one’s group to better manage that conflict.
There are three types of conflict: task, relational, and process.
A. Task Conflict
• Task conflict is conflict resulting from disagreements over ideas, information,
reasoning, or evidence.
o Task conflict is work-related, and it is the basis for effective decision making and
problem solving.
o As discussed in previous chapters, members are encouraged to disagree with one
another because that disagreement produces more discussion, which in turn
produces better decisions.
B. Relational Conflict
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• Relational conflict is conflict resulting from personality clashes, likes and dislikes, and
competition for power.
o Relational conflict is really about power struggles and tends to detract from the
group’s functioning.
o Much relational conflict is rooted in one member’s acting as if she or he is
superior and another member’s refusal to accept this difference in status or power.
o Group members that don’t carry similar workloads or make similar contributions
may spark relational conflict.
C. Process Conflict
• Process conflict is defined as conflict over how to do something and members’
contributions to the group.
o It involves both task and relational dimensions.
o It occurs when there is conflict over how the group will perform its task.
o It occurs when there is conflict over how much work will be involved for each
group member (issues of equity).
IV. Conflict Types and Computer-Mediated Communication (CMC)
• The use of computers by groups is a way to reduce inequity and increase member
contribution. This helps manage conflict.
• Studies have shown that when given proper “get-to-know-each-other time,” groups using
forms of CMC will experience less task and relational conflict when the technology is used
correctly.
• Task and relational conflict are not mutually exclusive or always distinct. Sometimes, they
go together, and it is difficult to separate the two.
• Task conflict is needed in the group, but relational conflict should be managed early to
avoid destructive patterns that harm the group’s functioning.
V. Managing Group Conflict
A. Conflict Management Styles
• There is no best way to handle all conflict. Conflict is situational.
Avoidance
• Avoidance is a conflict style describing a person’s unwillingness to confront or
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engage in conflict.
o This occurs when any group member chooses not to disagree or to bring up a
conflicting point, thus downplaying her or his own needs and the needs of
others.
• If the issue is not very important or the group’s decision will not be hurt by a person
failing to speak up, avoidance may be appropriate.
Accommodation
• Accommodation is a conflict style that describes a person’s willingness to engage in
conflict; however, she or he backs away from the conflict by giving in to appease the
other party.
• This is similar to avoidance in terms of downplaying one’s own needs, but it differs
in that the person works harder to meet the needs of others.
• Members who do this and really disagree with the group may find themselves
arguing over trivial points later.
Competition
• Competition is a conflict style showing a preference for coming out ahead in the
conflict at the expense of the other party.
• Most of the time, highly competitive management has a negative effect on the group.
• Competitive tactics often escalate a conflict, especially when people stop listening to
understand each other.
• If the issue is important, one should compete. One shouldn’t disregard one’s basic
beliefs/values because one doesn’t want to speak up.
Collaboration
• Collaboration is a conflict style that shows a preference for working with the other to
find a solution that pleases both parties.
• Members invest a great deal of energy in searching for a solution that will satisfy
everyone.
• Group members whose communication is collaborative are more satisfied with their
group outcomes than members who avoid conflict.
• Not all groups have the time/energy to collaborate.
Compromise
• Compromise is a conflict style that shows a preference for giving a little and gaining
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a little to manage the issue.
• Unlike collaboration, in this management style, the parties in a conflict give up
something to get something.
• Collaborative solutions to conflict often take time and energy, so groups have to
judge whether some decisions are worth the effort.
• They invest a great deal of energy in searching for a solution that will satisfy
everyone. Group members whose communication is collaborative are more satisfied
with their group outcomes than members who avoid conflict.
Working with Conflict Management Styles
• Approaches that integrate goals and needs tend to result in better group decisions.
• Pay attention to the way a group deals with conflict. If one sees potential for
problems, one should bring that up earlier rather than later.
• Effectiveness and appropriateness will help one determine if a conflict management
style works.
• Class Discussion: Use the “Ethical Dilemma” section on pages 239–240 to discuss
situationally appropriate conflict management styles.
B. Expressing Disagreement Ethically
• The following suggestions will help one disagree without damaging relationships with
other group members:
o One should express one’s disagreements.
o One should express one’s disagreements in a timely way.
o One should express one’s disagreements with rhetorical sensitivity toward the rest
of the group.
o One should react to disagreement with a spirit of inquiry, not defensiveness.
C. Maximizing Your Chances to Influence the Group
• The following suggestions will help maximize one’s influence when one expresses
disagreement:
o One should make sure one’s arguments are of high quality.
o One should make sure one’s arguments are consistent.
o If one is a member of a subgroup, make sure all the subgroup members publicly
agree with each other.
D. The Nominal Group Technique
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• Nominal group technique is a technique that alternates between individual work and
group work to help a group hear from every member when discussing a controversial
issue.
• This technique can be used by a group to help members reach a decision on a
controversial issue without bitterness from a win-lose conflict.
• It is based on the premise that sometimes people working individually in the presence of
others generate more ideas and also that, sometimes, dominant members inhibit
participation by quieter members.
• The following steps make up the process:
o The problem, situation, or question is stated clearly and concisely.
o The coordinator asks participants to generate a list of the features or
characteristics of the problem or question.
o The coordinator gives the group 5 to 15 minutes to work silently.
o Each suggestion is listed and recorded in a round-robin fashion on a chart visible
to all members.
o Members clarify the items but do not yet evaluate them.
o Each person chooses his or her top-ranked items.
o The group engages in full discussion of the top-rated items.
o A decision is reached.
• Use the textbox on page 244 to apply the steps in the nominal group technique.
E. Steps in Principled Negotiation
• Principled negotiation is defined as a way of dealing with conflict that promotes finding
ways to meet the needs of conflicting parties and respecting their relationship.
• The principled negotiation include the following steps:
o Separate the people from the problem.
o Focus on interests, not positions.
o Invent new options for mutual gain.
o Insist on using objective criteria.
Learning Activities
1. Ask your students to pair up and stand facing each other. Ask them to plant their feet
firmly on the ground, raise both their hands, and place them palm to palm.
Explain how to win: Tell participants that they win if they can make the other person
move his or her feet within 17 seconds after you blow your whistle. Repeat this rule one
more time.
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Begin the activity: Blow a whistle, and start a timer. Most participants will use brute force
to push each other. A few martial arts practitioners may suddenly stop pushing and let the
other person’s momentum topple him or her forward.
Stop the activity: After about 17 seconds, blow the whistle to stop the activity.
Discussion: Ask participants to think back on the experience and compare different
strategies used for winning.
Ask a volunteer for a quick demonstration. Assume the initial face-to-face, palm-to-palm
position. Blow the whistle, and move your feet immediately. Tell the other person,
“You’ve won! We still have 11 more seconds, would you mind moving your feet so I can
win also?”
After the demonstration, students may complain that you cheated. Point out that the rule
merely required you to make the other person move her feet within 17 seconds. There was
no prohibition against moving your own feet. Continue with the discussion as a way to
highlight how people tend to approach conflict in their lives, and use the discussion to
make the point that they can obtain different results when they change their approach.
Adapted from Google Groups http://groups.google.com/group/group-games-
activities/browse_thread/thread/74b427e16d525fb3
2. To help your students discover their own thoughts and feelings about conflict, ask them to
form groups of five or six members each and complete the statements given below as
individuals. Then, have them discuss the statements as a group.
a. Conflict is . . .
b. Something that really makes me angry is . . .
c. When I get angry, I . . .
d. When someone challenges my idea in a group, I . . .
e. I feel most vulnerable in a conflict when . . .
f. I am best at handling conflict when . . .
g. I am worst at handling conflict when . . .
3. Select a controversial issue where there are two or more contrasting opinions. Divide the
class into groups of six or seven people so that at least two people are initially on each side
of the issue. Two of the members of each group should serve as observers for their group.
Instruct the group to discuss the issue and attempt to come to a consensus. Observers
should watch for and report on the following aspects:
a. What was said, and how?
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b. How were the disagreements expressed? How appropriately were they expressed?
c. What could have been improved about the way conflicts were expressed? (The
observers should pay particular attention to the effect of the disagreeing remark on
the receiver.)
4. Ask various class members to role-play the following conflict situations. Have the rest of
the class observe what is effective and what is ineffective. Point out how the discussion
could have been improved. As a variation, ask the students to (a) role-play without trying
to be sensitive to the other and (b) repeat the role-play after the class has had a chance to
offer its feedback.
a. An individual is trying to talk his or her sibling out of marrying a particular person.
b. A manufacturing manager is trying to talk the quality control manager into rejecting
fewer items, while the quality control manager is trying to convince the
manufacturing manager to pay more attention to quality.
c. A supervisor is reprimanding a secretary for consistently coming to work 15 minutes
late.
d. A group leader is trying to motivate a group member who has been slacking off and
appears unwilling to work for the group.
e. An individual is trying to talk his or her parent into letting him or her spend the
summer traveling alone in Europe.
5. The materials from University Associates, such as the Annual Handbook for Group
Facilitators (Vol. I–X), provide a wide variety of group conflict exercises that are too
lengthy to describe here. Two simulation activities are “High Iron,” which explores the
effects of intergroup cooperation and competition, and “Creative Products,” which presents
a realistic labor-management simulation that involves all the potential elements of conflict
(both from the 1980 Annual Handbook for Group Facilitators). The latter exercise is a
good one to use at the conclusion of a unit on conflict, since successful resolution depends
on effective listening and on the use of resolution strategies recommended in the text.
Media Learning Activity
1. Show Part 2 of the video Communicating Effectively in Small Groups. Either as a class or
in groups of four to six members, have the students discuss the types of conflicts they
observed, how these conflicts were handled, the effects of the conflicts on the group, how
decision making was affected by the various conflicts, and what the group could do to
improve the way they manage conflict. Alternatively, you may want to show this segment
of the video in class, conduct a brief discussion, and ask the students to complete a written
analysis of the conflict in the video.
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Myths about Conflict
1. Conflict is harmful and should be avoided.
• Conflict can help members understand an issue more clearly.
• Conflict can improve group decisions.
• Conflict can increase member involvement.
• Conflict can increase cohesiveness.
2. Conflict represents misunderstanding or communication breakdown.
• Many conflicts occur over differences in values, goals, limited resources, and
methods of achieving goals.
• Too often, increasing communication may do little to help and may even make a
situation worse.
3. All conflicts can be resolved if parties are willing to discuss the issues.
• Conflicts over basic values and goals may not be resolvable.
• Conflicts over limited resources and methods of achieving goals may be resolvable
through communication if the basic values and goals of the parties are compatible.
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Types of Conflict
Task: Resulting from disagreements over ideas, information, reasoning, or evidence
Relational: Resulting from personality clashes, likes, dislikes, and competition for power
Process: Over how to do something and members’ contribution to the group
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Conflict Management Styles
Avoidance: Unwillingness to confront or engage conflict
Accommodation: Engages conflict, but backs away to appease
Competition: Fighting hard to win regardless of other party
Collaboration: Working hard to find solution that pleases all
Compromise: A preference for give a little to gain a little
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How to Disagree Productively
1. Express your disagreement.
2. Express disagreement in a timely way.
3. Express disagreements with sensitivity toward others.
4. React to disagreement with a spirit of inquiry, not defensiveness.
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Nominal Group Technique
1. State the situation, problem, or question clearly.
2. Generate a list of the features or characteristics of the problem or question.
3. Give the group 5–15 minutes to work silently.
4. Each suggestion is listed and recorded so all can see.
6. Each person chooses top-ranked items.
7. The group engages in full discussion of top-ranked items.
8. A decision is reached.
Source: Katherine Adams and Gloria J. Galanes, Communicating in Groups: Applications and Skills, 9th ed.
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Steps to Principled Negotiation
1. Separate the people from the problem.
Allow venting of emotions.
Deal with issues, not personalities.
Do not personalize.
2. Focus on interests, not positions.
Look for reasons for positions.
Acknowledge interests as legitimate.
Try to reconcile interests.
3. Invent new options for mutual gain.
Be creative.
Don’t accept the options given as the only ones available.
4. Insist on using objective criteria.
Look for mutually acceptable criteria.
Encourage parties to suggest criteria.
Propose criteria.
